(1)Introduction to sociolinguistics
社会语言学中认同与礼貌理论的批判性反思
社会语言学中认同与礼貌理论的批判性反思作者:王琳来源:《中国科教创新导刊》2013年第05期摘要:本文是关于罗纳德·沃德华的《社会语言学引论》中认同与礼貌理论的批判性反思。
罗纳德认为人称代词和称谓语形式系统的研究目的是探索语言形式和社会意义的关系。
而我们在选择如何称呼对方是受到许多社会因素的制约。
与传统结构与法相比,这一章对该领域具有一些理论贡献并且提出具有创造性的理论。
关键词:人称代词称谓语形式社会因素中图分类号:G64 文献标识码:A 文章编号:1673-9795(2013)02(b)-0089-01在罗纳德·沃德华的《社会语言学引论》中认同与礼貌理论这一章节里,作者展示了当我们说话时,必须不断进行各种选择:想说什么,想怎么说,具体的句型与措辞的选用。
因为说话内容与形式作为一个物体的两方面是不可分割且相辅相成的。
看待这种关系的方式之一是检查会话交流中的两个具体方面:人称代词的选择,比如,在某些语言中Tu(你)和Vous(您或你们)之间的选择(以下简写为T/V);称谓语的选择。
说话者的语言选择可以暗示出他想与听话者之间建立怎样的关系。
本文首先回顾罗纳德的观点然后发表自己的看法与反思性评价。
1 内容综述作者首先提出T与V的区别。
根据布朗和吉尔曼的研究(1960),它们最基本的差别是前者是单数后者是复数。
在法语中,T(你)有时被当做是熟人之间的使用形式,V(您)被当做是一种礼貌形式。
T/V的使用有三种情况:(1)T-V的不对等使用,象征权势关系。
(2)V-V的对等使用是一种表示礼貌的用法。
(3)T-T的对等使用表现出一种认同或亲密关系。
另外,T/V的三种用法还具有预测性,通过说话人对T/V的选择可以预测他所支持的意识形态和坚持的价值理念。
第二人称代词研究的重要意义。
首先是得出一些欧洲国家T/V不对等使用的基本情况。
其次,描述了T/V选择与社会因素的关联,尤其是造成权势与认同产生冲突的社会与文化因素。
“皮钦语和克里奥尔语”评介共5页
“皮钦语和克里奥尔语”评介该文试图通过对《社会语言学引论》(An Introduction to Sociolinguistics)中第三章内容的分析与评介,帮助学习者对皮钦语和克里奥尔语的发展有一个更全面的认识。
“皮钦语和克里奥尔语”(Pidgins and Creoles)是《社会语言学引论》(An Introduction to Sociolinguistics)一书中第三章所讨论的内容。
《社会语言学引论》从1986年第一版至今已经发展到了第六版,作者Ronald Wardhaugh不断补充学术界最新的研究成果,使得这本书具有了高度的概括性和即时性。
“皮钦语和克里奥尔语”这一章主要针对5个方面的问题进行了讨论,外加前面一个简短的导论。
构成这5个方面问题的小标题如下:(1)通用语;(2)定义;(3)分布与特征;(4)起源;(5)从皮钦语到克里奥尔语及其发展。
作者通过这几方面向学习者介绍了什么是皮钦语和克里奥尔语,它们是怎么产生的又是如何发展的。
1 篇章介绍1.1 导论一直以来,人们认为皮钦语和克里奥尔语以及一些通用语是没什么内在价值和研究意义的语言现象,是学习过程中的不良产物。
连结构主义大师布龙菲尔德都把混合语看成是不正常的,被曲扭了的高层语,所以不值得研究(石定栩,1995)。
近年来,虽然对皮钦语和克里奥尔语的认识有了积极的发展,但并不是所有皮钦语和克里奥尔语使用者和语言学家都对此持肯定态度。
在对皮钦语和克里奥尔语的研究中还有很多未能解决的问题有待日后的研究和探索。
1.2 通用语通用语指的是不同语言的使用者被迫互相接触时所找到的某种交际方式。
阿拉伯语、汉语普通话、印地语和斯瓦西里语都曾经或正在作为通用语使用。
说通用语也可以有各种不同的方式。
一种通用语在不同的地域范围内可能形式并不相同,使用者自身的语言能力也可能有很大的差异。
作者通过这两方面的介绍,使读者对通用语有了一个比较完整清晰地了解,也有助于更好地理解后面几小节的内容。
Sociolinguistics (1)1
3) In 1949, an American linguist Mario Pei published a book “The Story of Language”, in which he mainly discussed about the social factors that might influence language.
• The students, therefore, should first of all get to know the development in sociolinguistic study and renowned sociolinguists and their specific areas of the study in the recent decades.
but linguists started to notice that language was a social phenomenon or a social behavior long before this sub-discipline was established. The interaction between language and society has existed ever since people began using language, hence there has been the variation of the language.
国内外英汉语言禁忌研究的综述
第 12卷第 3期 2010年 5月
Hale Waihona Puke 湖 南 医 科 大 学 学 报 (社 会 科 学版 ) Journal of Social Science of Hunan M edical University
Vo1.12 No.3 M av 2010
国 内外 英 汉 语 言 禁 忌 研 究 的 综 述
关于汉语言语行为上的性别差异
关于汉语言语行为上的性别差异摘要:在言语的发展过程中,语言的使用存在着多种差异。
在一定的社会文化环境中,一定社会的道德准则,风尚习惯,社会规约,生活习性等都对男女的性别角色提出了不同的要求,因此产生了男女在言语行为上面的差异。
对于这些言语行为上面的差异,国外的语言学家都进行了探讨,他们认为言语行为的某些特征具有一定的普遍性。
本文旨在在国外言语行为性别差异研究的基础上探讨汉语言语行为上的性别差异。
关键词:言语行为;性别差异;邀请一、引言男性和女女性在生理,心理方面的特点和差异早为人们所公认,然而,人们对男女在语言方面的特点和差异的研究起步却很晚。
从1664年起开始出现了有关性别语言的描述性质的报告(Jespersen,1922)。
20世纪初,语言和性别问题才真正引起了学者们的关注,但是那个时候对性别语言的研究算不上系统,只是零碎地讨论或个人的观察和体会。
首先是对女性语言的探讨。
到70年代,一些著名的语言学家如Lakoff(1975),Labov(1972,1975),Trudgill(1974),Zimmerman和West(1975)等把性别语言的研究又推进了一步,他们逐渐认识到,作为一种言语标记,说话人的性别应当同其年龄,地位,角色,身份这些内容同等对待。
语言和性别,作为社会语言学的一个基本研究课题,是文化语言学与心理语言学所关注的问题之一。
多数研究都是关于英语性别差异方面的。
但是对于汉语与性别问题的研究在国内却很少。
“我国对语言和性别的讨论主要在英语学界进行,其理论依据和描写原则主要来自英美社会语言学。
”如王春燕所探讨的英汉语言中的性别歧视,肖建安的生物性别与社会性别对性别于体形成的影响以及权立宏对汉语中男女在称赞和称赞语回应使用上的差异分析等均从不同角度涉及英美语言学的语言和性别方面的研究。
关于汉语中的性别因素,挖掘性别这个社会变量在汉语中的变异及其社会内涵和与用特征,对于语言学的全面研究和丰富发展是十分必要的。
当代国外语言学与应用语言学文库书目
1. FLTRP “当代国外语言学与应用语言学文库”series1) In alphabetical order:A Course in Language Teaching Practice and Theory(语言教学教程:实践与理论)(ISBN:7-5600-2050-X/G.929;作者:Penny Ur 著;定价:¥33.90 元;出版日期:2000-08-01)A Guide to Language Testing: Development, Evaluation and Research(语言测试指南:发展、评估与研究)(ISBN:7-5600-2520-X/G.1194;作者:杨慧中导读;定价:¥19.90 元;出版日期:2001-12-01)A History of the English Language(英语史)(ISBN:7-5600-2388-6/G.1108;作者:Albert C.Baugh and Thomas Cable 著;定价:¥41.90 元;出版日期:2001-09-01)A Short History of Linguistics(语言学简史)(ISBN:7-5600-2383-5/G.1103;作者:R. H. Robins 著;定价:¥27.90 元;出版日期:2001-09-01)About Language: A Reader for Writers(谈语言:写作读本)(ISBN:7-5600-1986-2/G.881;作者:William H. Roberts 等著;定价:¥34.90 元;出版日期:2000-08-01)An Introduction to Child Language Development(儿童语言发展引论)(书号:2894-2/G.1363;ISBN:7-5600-2894-2/G.1363;作者:Susan H. Foster-Cohen 著;定价:¥22.90;出版日期:2002-08-15)An Introduction to Cognitive Linguistics (认知语言学入门)(ISBN:7-5600-2377-0/G.1097;作者:F. Ungerer and H. J. Schmid 著;定价:¥31.90 元;出版日期:2001-09-01)An Introduction to Corpus Linguistics(语料库语言学)(ISBN:7-5600-1991-9/ G.886;作者:顾曰国导读;定价:¥28.90 元;出版日期:2000-08-01)An Introduction to Discourse Analysis: Theory and Method(语篇分析入门:理论与方法)(ISBN:7-5600-1990-0/G.885;作者:James Paul Gee 著;定价:¥17.90 元;出版日期:2000-08-01)An Introduction to Foreign Language Learning and Teaching(外语学习与教学导论)(书号:2664-8/G.1262;ISBN:7-5600-2664-8/G.1262;作者:Keith J ohnson 著;定价:¥31.90;出版日期:2002-03-01)An Introduction to Functional Grammar(功能语法导论)(ISBN:7-5600-1973-0/G.868;作者:M.A.K. Halliday 著;定价:¥41.90 元;出版日期:2000-08-01)An Introduction to Linguistics(语言学入门)(ISBN:7-5600-1869-6/G.789;作者:Stuart C. Poole 著;定价:¥19.90 元;出版日期:2000-06-01)An Introduction to Phonetics and Phonology (语音学与音系学入门)(ISBN:7-5600-1899-8/G.808;作者:John Clark and Colin Yallop 著;定价:¥38.90 元;出版日期:2000-08-01)An Introduction to Second Language Acquisition Research(第二语言习得研究概况)(ISBN:7-5600-2010-0/G.904;作者:蒋祖康导读;定价:¥36.90 元;出版日期:2000-08-01)An Introduction to Sociolinguistics (社会语言学引论)(ISBN:7-5600-1962-5 /G.859;作者:Ronald Wardhaugh 著;定价:¥34.90 元;出版日期:2000-0 8-01)Anthropological Linguistics: An Introduction(人类语言学入门)(ISBN:7-560 0-2191-3/G.1002;作者:William A. Foley 著;定价:¥45.90 元;出版日期:2001-09-01)Approaches and Methods in Language Teaching(语言教学的流派)(ISBN:7-5600-1925-0/G.828;作者:Jack C.Richards and Theodore S.Rodgers 著;定价:¥16.90 元;出版日期:2000-08-01)Assessment and Testing: A Survey of Research(评估与测试:研究综述)(IS BN:7-5600-2440-8/G.1148;作者:Robert Wood 著;定价:¥26.90 元;出版日期:2001-10-01)Child Language(儿童语言)(ISBN:7-5600-1904-8/G.813;作者:李宇明导读;定价:¥13.90 元;出版日期:2000-08-01)Chomsky: Ideas and Ideals(乔姆斯基:思想与理想)(ISBN:7-5600-2514-5/ G.1188;作者:Neil Smity 著;定价:¥25.90 元;出版日期:2001-12-01)Chomsky’s Universal Grammar: An Introduction(乔姆斯基的普遍语法教程)(I SBN:7-5600-1972-2/G.867;作者:Vivian Cook and Mark Newson 著;定价:¥34.90 元;出版日期:2000-08-01)Cohesion in English (ISBN:7-5600-2385-1/G.1105;作者:M.A.K. Halliday等著;定价:¥35.90 元;出版日期:2001-10-01)Communication Between Cultures(跨文化交际)(ISBN:7-5600-1989-7/G.884;作者:Larry A. Samovar 等著;定价:¥28.90 元;出版日期:2000-08-01)Corpus Linguistics(语料库语言学)(ISBN:7-5600-1961-7/G.858;作者:Dou glas Biber 等著;定价:¥27.90 元;出版日期:2000-08-01)Course in General Linguistics(普通语言学教程)(ISBN:7-5600-2374-6/G.109 4;作者:F. de Saussure 著;定价:¥24.90 元;出版日期:2001-10-01)Dictionary of Lexicography(词典学词典)(ISBN:7-5600-2034-8/G.1095;作者:R. R. K. Hartmann and Gregory James 著;定价:¥16.90 元;出版日期:2000-08-01)Discourse Analysis(话语分析)(ISBN:7-5600-2006-2/G.900;作者:罗选民导读;定价:¥27.90 元;出版日期:2000-08-01)English as a Global Language(英语:全球通用语)(ISBN:7-5600-2369-X/G. 1089;作者:David Crystal 著;定价:¥15.90 元;出版日期:2001-09-01)English Dictionaries for Foreign Learners: A History(英语学习词典史)(书号:3011-4/G.1445;ISBN:7-5600-3011-4/G.1445;作者: A.P.Cowie 著;定价:¥24.90;出版日期:2002-09-13)English Phonetics and Phonology: A Practical Course(英语语音学与音系学实用教程)(ISBN:7-5600-1900-5/G.809;作者:Peter Roach 著;定价:¥25.90 元;出版日期:2000-08-01)Expression and Meaning: Studies in the Theory of Speech Acts(表述与表义:言语行为研究)(ISBN:7-5600-2459-9/G.1160;作者:John R. Searle 著;定价:¥21.90 元;出版日期:2001-10-01)Form and Style: Research Papers, Reports and Theses(如何写研究论文与学术报告)(ISBN:7-5600-1963-3/G.860;作者:Carole Slade 著;定价:¥26.90元;出版日期:2000-08-01)From Old English to Standard English(英语史:从古代英语到标准英语)(IS BN:7-5600-1924-2/G.827;作者:陈国华导读;定价:¥42.90 元;出版日期:2000-08-01)General Linguistics(普通语言学)(ISBN:7-5600-1933-1/G.836;作者:李延福导读;定价:¥41.90 元;出版日期:2000-08-01)Grammaticalization(语法化学说)(ISBN:7-5600-2372-X/G.1092;作者:Paul J. Hopper 著;定价:¥26.90 元;出版日期:2001-09-01)Historical Linguistics(历史语言学)(ISBN:7-5600-2041-0/G.920;作者:R.L. Trask 著;定价:¥41.90 元;出版日期:2000-08-01)Historical Linguistics: An Introduction(历史语言学导论)(书号:2690-7/G.12 76;ISBN:7-5600-2690-7/G.1276;作者:Winfred P. Lehmann著;定价:¥3 3.90;出版日期:2002-05-01)How to Do Things with Words(如何以言行事)(书号:2581-1/G.1234;ISB N:7-5600-2581-1/G.1234;作者:J. L. Austin 著;定价:¥18.90;出版日期:2002-03-01)How to Teach English(怎样教英语)(ISBN:7-5600-1902-1/G.811;作者:Je remy Harmer 著;定价:¥19.90 元;出版日期:2000-08-01)In Other Words: A Coursebook on Translation(换言之)(ISBN:7-5600-1919 -6/G.823;作者:申雨平导读;定价:¥27.90 元;出版日期:2000-08-01)Intercultural Communication: A Discourse Approach(跨文化交际:语篇分析法)(ISBN:7-5600-1934-X/G.837;作者:Ron Scollon and Suzanne Wong Scollon 著;定价:¥25.90 元;出版日期:2000-08-01)Interfaces Between Second Language Acquisition and Language Testing Researc h(第二语言习得与语言测试研究的接口)(书号:2579-X/G.1232;ISBN:7-5 600-2579-X/G.1232;作者:Lyle F. Bachman and Andrew D. Cohen 主编;定价:¥19.90;出版日期:2002-03-01)International English (英语:国际普通语)(ISBN:7-5600-1901-3/G.810;作者:Peter Trudgill and Jean Hannah 著;定价:¥16.90 元;出版日期:2000-08-01)Introducing Functional Grammar(功能语法入门)(ISBN:7-5600-1987-0/G.882;作者:Geoff Thompson 著;定价:¥25.90 元;出版日期:2000-08-01)Knowledge of Language: Its Nature, Origin, and Use (语言知识:其性质、来源及使用)(书号:2516-1/G.1190;ISBN:7-5600-2516-1/G.1190;作者:Noa m Chomsky 著;定价:¥29.90;出版日期:2002-02-01)Language Acquisition: A Linguistic Introduction(从语言学的角度看语言习得)(ISBN:7-5600-2042-9/G.921;作者:Helen Goodluck 著;定价:¥22.90 元;出版日期:2000-08-01)Language as Social Semiotic: The Social Interpretation of Language and Meani ng (作为社会符号的语言:从社会角度诠释语言与意义)(ISBN:7-5600-2432-7/G.1145;作者:M.A.K. Halliday 著;定价:¥24.90 元;出版日期:2001-09-01)Language Test Construction and Evaluation(语言测试的设计与评估)(ISBN:7-5600-1923-4/G.826;作者:J. Charles Alderson 等著;定价:¥27.90 元;出版日期:2000-08-01)Language(语言论)(书号:2433-5/.1146;ISBN:7-5600-2433-5/G.1146;作者:L.Bloomfield 著;定价:¥49.90;出版日期:2002-05-01)Language: An Introduction to the study of Speech(语言论:言语研究导论)(书号:2378-9/G.1098;ISBN:7-5600-2378-9/G.1098;作者:Edward Sapir 著;定价:¥19.90;出版日期:2002-03-01)Learning Styles in the ESL / EFL Classroom (ESL/EFL英语课堂上的学习风格)(书号:2667-2/G.1265;ISBN:7-5600-2667-2/G.1265;作者:Joy M. R eid 主编;定价:¥26.90;出版日期:2002-03-01)Linguistic Semantics: An Introduction(语义学因论)(ISBN:7-5600-1970-6/G. 865;作者:汪榕培导读;定价:¥35.90 元;出版日期:2000-08-01)Linguistics and Second Language Acquisition(语言学和第二语言习得)(ISBN:7-5600-1975-7/G.870;作者:王初明导读;定价:¥28.90 元;出版日期:20 00-08-01)Linguistics: An Introduction(语言学教程)(ISBN:7-5600-2008-9/G.902;作者:Andrew Radford 著;定价:¥38.90 元;出版日期:2000-08-01)Longman Dictionary of Language Teaching and Applied Linguistics(朗文语言教学及应用语言学词典)(ISBN:7-5600-2033-X/H.1094;作者:菅燕红导读;定价:¥44.90 元;出版日期:2000-08-01)Longman Grammar of Spoken and Written English(朗文英语口语和笔语语法—)(ISBN:7-5600-2011-9/G.905;作者:Douglas Biber 等著;定价:¥99.90 元;出版日期:2000-08-01)Modern Lexicography: An Introduction(现代词典学入门)(ISBN:7-5600-253 8-2/G.1199;作者:张伯然导读;定价:¥26.90 元;出版日期:2002-02-01)Morphology(形态学)(ISBN:7-5600-1910-2/G.818;作者:P.H. Matthews 著;定价:¥23.90 元;出版日期:2000-08-01)New Horizons in the Study of Language and Mind(语言与心智研究)(ISBN:7-5600-2575-7/G.1228;作者:Noam Chomsky 著;定价:¥22.90 元;出版日期:2002-02-01)Optimality(优选论)(ISBN:7-5600-2380-0/G.1100;作者:RenéKager 著;定价:¥42.90 元;出版日期:2001-10-01)Patterns in Language: Stylistics for Students of Language and Literature(语言模式:文体学入门)(ISBN:7-5600-1988-9/G.883;作者:Joanna Thornborrow 等著;定价:¥24.90 元;出版日期:2000-08-01)Pragmatics(语用学)(ISBN:7-5600-1903-X/G.812;作者:Jean Stilwell Pecc ei 著;定价:¥13.90 元;出版日期:2000-08-01)Pragmatics(语用学)(ISBN:7-5600-2460-2/G.1161;作者:Stephen C. Levins on 著;定价:¥38.90 元;出版日期:2001-11-01)Principles of Course Design for Language Teaching(语言教学课程设计原理)(ISBN:7-5600-1971-4/G.866;作者:Janie Yalden 著;定价:¥19.90 元;出版日期:2000-08-01)Principles of Language Learning and Teaching(语言学习和语言教学的原则)(书号:2539-0/G.1200;ISBN:7-5600-2539-0/G.1200;作者:Brown 吴一安导读;定价:¥32.90;出版日期:2002-02-01)Projects in Linguistics: A Practical Guide to Researching Language(语言学课题:语言研究实用指南)(ISBN:7-5600-2373-8/G.1093;作者:Alison Wray 等著;定价:¥29.90 元;出版日期:2001-09-01)Psychology of Language(语言心理学)(ISBN:7-5600-1928-5/G.831;作者:桂诗春导读;定价:¥41.90 元;出版日期:2000-08-01)Relevance: Communication and Cognition(关联性:交际与认知)(ISBN:7-5 600-2384-3/G.1104;作者:Dan Sperber and Deirdre Wilson 著;定价:¥31.90 元;出版日期:2001-10-01)Research Methods for English Language Teachers(英语教学科研方法)(ISBN:7-5600-1976-5/G.871;作者:Jo McDonough and Steven McDonough 著;定价:¥26.90 元;出版日期:2000-08-01)Routledge Dictionary of Language and Linguistics (语言与语言学词典)(ISB N:7-5600-1952-8/G.1082;作者:Hadumod Bussmann 著;定价:¥46.90 元;出版日期:2000-08-01)Second Language Learning and Teaching (第二语言学习与教学)(ISBN:7-5 600-1974-9/G.869;作者:高远导读;定价:¥22.90 元;出版日期:2000-08-01)Second Language Teaching and Learning (第二语言教与学)(ISBN:7-5600-2376-2/G.1096;作者:David Nunan 著;定价:¥31.90 元;出版日期:2001-09-01)Semantics(语义学)(ISBN:7-5600-2004-6/G.898;作者:John I. Saeed 著;定价:¥34.90 元;出版日期:2000-08-01)Sociolinguistics(社会语言学教程)(ISBN:7-5600-2007-0/G.901;作者:R.A. Hudson 著;定价:¥24.90 元;出版日期:2000-08-01)Statistics in Language Studies (语言研究中的统计学)(ISBN:7-5600-1926-9/ G.829;作者:Anthony Woods 等著;定价:¥29.90 元;出版日期:2000-08-01)Strategies in Learning and Using a Second Language(学习和运用第二语言的策略)(ISBN:7-5600-1945-5/G.847;作者:Andrew D. Cohen 著;定价:¥28.90 元;出版日期:2000-08-01)Studies in the Way of Words(言辞用法研究)(书号:2580-3/G.1233;ISBN:7-5600-2580-3/G.1233;作者:Paul Grice 著;定价:¥36.90;出版日期:200 2-03-01)Style in Fiction: A Linguistic Introduction to English Fictional Prose(小说文体论:英语小说的语言学入门)(ISBN:7-5600-2382-7/G.1102;作者:Geoffrey N. leech and Michael H. Short 著;定价:¥37.90 元;出版日期:2001-10-01)Stylistics: A Practical Coursebook(实用文体学教程)(ISBN:7-5600-1897-1/ G.806;作者:Laura Wright and Jonathan Hope 著;定价:¥22.90 元;出版日期:2000-08-01)Syntax: A Minimalist Introduction(句法学:最简方案导论)(ISBN:7-5600-1 960-9/G.857;作者:Andrew Radford 著;定价:¥26.90 元;出版日期:2000 -08-01)Teaching by Principles: An Integrative Approach to Language Pedagogy(ISBN:7-5600-2461-0/G.1162;作者:H. Douglas Brown 著;定价:¥42.90 元;出版日期:2001-11-01)The Articulate Mammal: An Introduction to Psycholinguistics(会说话的哺乳动物)(ISBN:7-5600-1927-7/G.830;作者:Jean Aitchison 著;定价:¥29.90 元;出版日期:2000-08-01)The Cambridge Encyclopedia of Language(剑桥语言百科全书)(ISBN:7-560 0-2513-7/G.1187;作者:王克非等导读;定价:¥79.00 元;出版日期:2002 -02-01)The Elements of Language Curriculum: A Systemetic Approach in Language D evelopment(语言教学大纲要素:课程设计系统法)(ISBN:7-5600-2517-X/G. 1191;作者:周燕导读;定价:¥25.90 元;出版日期:2001-12-01)The Functional Analysis of English: A Hallidayan Approach(英语的功能分析:韩里德模式)(ISBN:7-5600-2371-1/G.1091;作者:Thomas Bloor and Meriel Bloor 著;定价:¥27.90 元;出版日期:2001-11-01)The Handbook of Contemporary Semantic Theory(当代语义学理论)(ISBN:7-5600-2427-0/G.1140;作者:Shalom Lappin 主编;定价:¥61.90 元;出版日期:2001-10-01)The Handbook of Contemporary Syntactic Theory(当代句法理论通览)(ISBN:7-5600-2238-3/G.1020;作者:Mark Baltin and Chris Collins 主编;定价:¥76.90 元;出版日期:2001-08-01)The Handbook of Linguistics (语言学综览)(ISBN:7-5600-2431-9/G.1144;作者:Mark Aronoff and Janie Rees-Miller 主编;定价:¥72.90 元;出版日期:2001-10-01)The Handbook of Linguistics(语言学综览)(ISBN:7-5600-2431-9/G.1144;作者:Mark Aronoff and Janie;Rees-Miller 主编;定价:¥72.90 元;出版日期:2001-10-01)The Handbook of Sociolinguistics(社会语言学通览)(ISBN:7-5600-2458-0/G. 1159;作者:Florian Coulmas 主编;定价:¥46.90 元;出版日期:2001-11-01)The Morphology of Chinese: A Linguistic and Cognitive Approach(汉语形态学)(ISBN:7-5600-2519-6/G.1193;作者:Jerome L. Packard 著;定价:¥31.90 元;出版日期:2001-12-01)The Seeds of Speech: Language Origin and Evlolution(言语的萌发:语言起源与进化)(书号:2855-1/G.1338;ISBN:7-5600-2855-1/G.1338;作者:Jean Aitchison著;定价:¥28.90;出版日期:2002-06-01)The Sociolinguistics of Language(社会语言学)(ISBN:7-5600-1918-8/G.822;作者:Ralph Fasold 著;定价:¥32.90 元;出版日期:2000-08-01)The Study of Language(语言研究)(ISBN:7-5600-1953-6/G.851;作者:Ge orge Yule 著;定价:¥28.90 元;出版日期:2000-08-01)Transformational Grammar: A First Course(转换生成语法教程)(ISBN:7-56 00-2009-7/G .903;作者:Andrew Radford 著;定价:¥56.90 元;出版日期:2000-08-01)Typology and Universals(语言类型学与普遍语法特征)(ISBN:7-5600-1943-9/G.845;作者:William Croft 著;定价:¥28.90 元;出版日期:2000-08-01)Understanding Phonology(音系学通解)(ISBN:7-5600-2375-4/G.1095;作者:Carlos Gussenhoven and Haike Jacobs 著;定价:¥28.90 元;出版日期:200 1-09-01)Understanding Pragmatics(语用学新解)(ISBN:7-5600-1929-3/G.832;作者:Jef Verschueren 著;定价:¥28.90 元;出版日期:2000-08-01)Using Corpora for Language Research (用语料库研究语言)(ISBN:7-5600-2430-0/G.1143;作者:Jenny Thomas and Mick Short 主编;定价:¥28.90 元;出版日期:2001-10-01)Vocabulary: Semantics and Language Education(词汇、语义学和语言教育)(I SBN:7-5600-2428-9/G.1141;作者:Evelyn Hatch and Cheryl Brown 著;定价:¥42.90 元;出版日期:2001-09-01)Writing English Language Tests(英语测试)(ISBN:7-5600-1944-7/G.846;作者:J.B. Heaton 著;定价:¥19.90 元;出版日期:2000-08-01)2) In terms of focusGeneral Linguistics普通语言学Aronoff, M. et al (eds): The Handbook of LinguisticsBeaugrande, R.D.. Linguistic Theory: The Discourse of Fundamental Words Bloomfield, L. LanguagePoole, S. An Introduction to LinguisticsRadford, A. et al. Linguistics: An IntroductionRobins, R. H. General Linguistics (Fourth Edition)Spair, E. Language: An Introduction to the Study of SpeechSaussure, F. D. Course in General LinguisticsYule;, G.. The Study of Language (Second Edition)Phonetics and Phonology语音学和音系学Chen, M. Y. Tone Sandhi: Patterns across Chinese DialectsClark, J. et al. An Introduction to Phonetics and PhonologyCruttenden, A et al Gimson’s Pronunciation of English (Sixth Edition) Gussenhoven, C. et al Understanding PhonologyKager, R. Optimality TheoryRoach, P. English Phonetics and Phonology: A Practical CourseSyntax句法学Baltin, M. et al (eds) The Handbook of Contemporary Syntactic Theory Chomsky, N. Knowledge of Language: Its nature, Origin, and UseCook, V. Chomsky’s Universal Grammar: An Introductio n (Second Edition) Ouhalla, J. Introducing Transformational Grammar: From Principles and Parame ters to Minimalism (Second Edition)Radford, A. Syntax: A Minimalist IntroductionRadford, A. Transformational Grammar: A First CourseSmith, N. Chomsky: Ideas and IdealsSemantics语义学Lappin, S. (ed0 The Handbook of Contemporary Semantic TheoryLyons, J. Linguistic Semantics: an IntroductionSaeed, J. I. SemanticsMorphology形态学Mathews, P. H. Morphology (Second Edition)Packard, J. L. The Morphology of Chinese: A Linguistic and Cognitive Approa chPragmatics语用学Mey, J. L. Pragmatics: An Introduction (Second Edition)Levinson, S.C. PragmaticsPecei, J. S. PragmaticsSperber, D and D. Wilson Relevance: Communication and Cognition (Second E dition)Verschueren, J. Understanding PragmaticsDiscourse Analysis话语分析Brown, G et al Discourse AnalysisGee, J. P. an Introduction to Discourse Analysis: Theory and Method Philosophy of Language语言哲学Austin, J. L. How to Do Things with Words (Second Edition)Grice, H. P. Studies in the Way of WordsSearle, J. R. Speech Acts: An Essay in the Philosophy of LanguageSearle, J. R. Expression and Meaning: Studies in the Theory of Speech Acts Language Origin语言起源Aitchison, J. The Seeds of Speech: Language Origin and Evolution Lexicography词典学Bejoint, H. Modern Lexicography: An Introduction现代词典学入门Cowie, A. P. English Dictionaries for Foreign Learners: A History英语学习词典史Trask, R. L. Historical Linguistics词典学词典Stylistics文体学Leech, G. N. A Linguistic Guide to English Poetry英诗学习指南:语言学的分析方法Leech, G. N. et al Style in Fiction: A Linguistic Introduction to English Fictio nal Prose小说文体论:英语小说的语言学入门Thornborrow, J. et al Patterns in Language: Stylistics for Students of Language and Literature语言模式:文体学入门Wright, L. et al Stylistics: A Practical Coursebook实用文体学教程Typology语言类型学Croft, W. Typology and Universals语言类型学于普遍语法特征Anthropological Linguistics人类语言学Foley, W. Anthropological Linguistics: An Introduction人类语言学入门Sociolinguistics社会语言学Coulmas, F. (ed) The Handbook of Sociolinguistics社会语言学通览Crystal, D. English as a Global Language英语:全球通用语Fasold, R. The Sociolinguistics of Language社会语言学Hudson, R. A. Sociolinguistics (Second Edition)社会语言学教程Wardhaugh, R. Introduction to Sociolinguistics (Third Edition)社会语言学引论Psycholinguistics心理语言学Aitchison, J. The Articulate Mammal: An Introduction to Psycholinguistics (Fou rth Edition)会说话的哺乳动物:心理语言学入门Carrol, D. W. Psychology of Language (Third Edition)语言心理学Intercultural Communication跨文化交际Samovar, L. A. et al Communication Between Cultures (Second Edition)跨文化交际Scollon, R. et al Intercultural Communication: A Discourse Analysis跨文化交际:语篇分析法Translatology翻译学Baker, M. In Other Words: A Coursebook on Translation换言之:翻译教程Bell, R. T. Translation and Translating: Theory and Practise翻译与翻译过程:理论与实践Cognitive Linguistics认知语言学Taylor, J. R. Linguistic Categorization: Prototypes in Linguistic Theory (Second Edition)语言的范畴化:语言学理论中的类典型Ungerer, F. et al An Introduction to Cognitive Linguistics认知语言学入门Functional Linguistics功能语言学Bloor, T. et al The Functional analysis of English: a Hallidayan Approach英语的功能分析:韩礼德模式Halliday, M. A. K. An Introduction to Functional Grammar (Second Edition)功能语法导论Halliday, M. A. K. Language as Social Semiotic: The Social Interpretation of Language and Meaning作为社会符号的语言:从社会角度诠释语言与意义Halliday, M. A. K. et al Cohesion in English英语的衔接Thompson, G. Introducing Functional Grammar功能语法入门History of Linguistics语言学史Robins, R. H. A Short History of Linguistics (Fourth Edition)历史语言学导论Trask, R. L. Historical Linguistics历史语言学Corpus Linguistics语料库语言学Biber, D et al Corpus Linguistics语料库语言学Kennedy, G. An Introduction to Corpus Linguistics语料库语言学入门Statistics in Linguistics语言统计学Woods, A. et al Statistics in Language Studies语言研究中的统计学History of the English Language英语史Baugh, A. C. et al A history of the English Language (Fourth Edition)英语史Freeborn, D. From Old English to Standard English (Second Edition)英语史:从古代英语到标准英语First Language Acquisition第一语言习得Foster-Cohen,, S. H. An Introduction to Child Language Development儿童语言发展引论Goodluck, H. Language Acquisition: A Linguistic Introduction从语言学的角度看语言习得Peccei, J. S. Child Language (New Edition)儿童语言Second Language Acquisition第二语言习得Cohen, A. D. Strategies in Learning and Using a Second Language学习和运用第二语言的策略Cook, V. Linguistics and Second Language Acquisition语言学和第二语言习得Cook, V. Second Language Learning and Language Teaching (Second Edition)第二语言学习与教学James, C. Errors in Language Learning and Use: Exploring Error Analysis语言学习和语言使用中的错误:错误分析探讨Larsen-Freeman, D. et al An Introduction to Second Language Acquisition Res earch第二语言习得研究概况Nunan, D. Second Language Teaching and Learning第二语言教与学Reid, J. M. Learning Styles in the ESL/EFL Classroom ESL/EFL英语课堂上的学习风格Richards, J. C. et al Reflective Teaching in Second Language Classrooms第二语言课堂教学反思Language Education语言教育Brown, H. D. Principles of Language Learning and Teaching (Third Edition)语言学习和语言教学的原理Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pe dagogy根据原理教学:交互式语言教学Brown, J. D. The Elements of Language Curriculum: A Systematic Approach t o Program Development语言教学大纲要素:课程设计系统法Harmer, J. How to Teach English怎样教英语Hatch, E. et al Vocabulary, Semantics and Language Education词汇、语义学和语言教育Johnson, K. An Introduction to Foreign Language Learning and Teaching外语学习与教学导论Richards, J. et al Approaches and Methods in Language Teaching语言教学的流派Trudgill, P. et al International English (Third Edition)英语:国际通用语Ur, P. A Course in Language Teaching: Practice and Theory语言教学教程:实践与理论Research Method研究方法McDonough, J. et al Research Methods for English Language Teachers英语教学科研方法Slade, C. Form and Style: Research Papers, Reports, Theses (Tenth Edition)如何写研究论文与学术报告Thomas, J. et al Using Corpora for Language Research用语料库研究语言Wray, A et al Projects in Linguistics: A Practical Guide to Researching Langu age语言学课题:语言研究实用指南Testing测试学Alderson, J. C. et al Language Test Construction and Evaluation语言测试的设计与评估Bachman, L. F. et al Interfaces Between Second Language Acquisition and La nguage Testing Research第二语言习得与语言测试研究的接口Davies, A. et al Dictionary of Language Testing语言测试词典Henning, G. A Guide to Language Testing: Development, Evaluation ad Resear ch语言测试指南:发展评估与研究Heaton, J. B writing English Language Tests (New Edition)英语测试Wood, R. Assessment and Testing: A Survey of Research评估与测试:研究综述Academic Writing学术写作Roberts, W. H. et al About Language: A Reader for Writers (Fifth Edition)谈语言:写作读本Course Design课程设计Yalden, J. Principles of Course Design for Language Teaching语言教学课程设计原理English Grammar英语语法Biber, D. et al Longman Grammar of Spoken and Written English朗文英语口语笔语语法Hopper, P. J. et al Grammaticalization语法化学说Dictionary词典Bussmann, H. Routledge Dictionary of Language and Linguistics语言与语言学词典Crystal, D. The Cambridge Encyclopedia of Language (Second Edition) 剑桥语言百科全书Johnson, K. et al Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching应用语言学百科词典:语言教学手册Richards, J. C. et al Longman Dictionary of Language Teaching & Applied Li nguistics朗文语言教学及应用语言学词典(英英、英汉双解)。
An introduction to sociolinguistics
My Review of The Sociolinguistics of LanguageThe term sociolinguistics is a compound word composed of socio and linguistics, in which socio stands for “sociology”. Broadly speaking, sociolinguistics is a science that studies the social functions and meaning of language and its relation to society by using theories from linguistics and other social sciences such as sociology, anthropology, ethnography, psychology geography, philosophy and history. As a matter of fact, there have existed different terms referring to this newborn subject at the beginning. As a new subject, sociolinguistics appeared in the 1960s under certain conditions.Firstly, specific social conditions are closely related to its appearance. Ever since the 1930s, dramatic social, political and economic changes have taken place in the world and they greatly influence people’s perceptions to the world, including language which becomes an important part in the formation of a nation. Therefore, it is a great issue for linguists to do researches upon the sociolinguistics of language.This book is the companion volume to Ralph Fasold’s The Sociolinguistics of Society, pressed by Basil Blackwell in Great Britain in 1990. Ralph Fasold is a Professor Emeritus of Linguistics at Georgetown University. He is an expert in Formal and Functional Explanation in Syntax, Language Policy, Language Maintenance and Shift, Syntax and Sociolinguistics of Ebonics.This textbook, examines the influence of social interaction in language use and discusses a variety of facts about language from the commonplace to the exotic. Questions not normally asked about everyday phenomena are raised and little known facts about language use in social contexts are explored. For example, how does one decide when it is appropriate to address someone by their first name? Why do West Indians in service occupations sometimes seem rude to their customers? Why do men in Western Societies use more local dialect forms and lower status speech forms than do women? Can it be that the often despised languages called pidgin offer important clues to the inborn human capacity for language? There are just a few of the fascinating questions explored in this lively and informative textbook.The author has tried to draw attention to the issues that arise in dealing with these topics and have deliberately avoided giving a “simplistic” account of any one of them. To let students best exposed to a new area of interest, the author has tried to show why certain findings and issues are important, other controversial, and still others worthy of more attention than they sometimes get. He has also provided a wealth of references since it is important to encourage beginners to look at the literature and not just take for each chapter to encourage the early development of a “hands on”approach and the idea that all claims require empirical support. This book belongs to the area of non-fiction and academic. It is obvious that a book of this kind draws on a variety of sources.As is known, before the 1930s, linguistics mainly focused on analysis and explanation of classical documents and made great achievements. However, the research data were not reliable and representative enough. By the 1930s, great progress had been made in research method, including random sampling and statistics. Meanwhile, dramatic development in science and technology has also created indispensable conditions for the birth of sociolinguistics. Finally, the birth of sociolinguistics is an evitable consequence of academic development itself. At the beginning of the 20th century, Saussure began to criticize historical comparative linguistics and established structural linguistics, thus the sociolinguistics became to spring up.There are some reasons why sociolinguistics became flourishing in the 1960s. Firstly, Linguistics had a strong desire to find more solid empirical basis for the theory of Linguistics in the 1960s. Secondly, the development of sociolinguistics is as an opposition to the dominant theory of Chomsky. The relationship between language and society has long been recognized and ermined. During the whole 20th century, a great deal of efforts has been made to treat the enquiry of Linguistics as monistic or autonomous pursuit of an independent science. Strongly influenced by the dominant view of Linguistic science, a separation of the structural study of language from its social context of usage was claimed, justified and reinforced. The resurrection of a dualistic view of linguistic inquiry came into being in the 1960s, along with the development of sociolinguistics as an opposition to the structuralism, which is stood for by Chomsky.In the beginning, sociolinguistics used to refer to all study of the social significance of language.The book is divided into nine chapters. Each chapter in the book puts emphasis on a topic about the effect of relatively small-scale social influences on language. The subject of the first chapter points up the impact of address forms on social language, which is a good way to begin because the linguistic forms involved are simple, limited in number. Address forms make the fundamental point in sociolinguistics clearly. Considerably, the phenomena differ from one cultural setting to another so this topic leads naturally to the ethnography of communication, which is the subject of chapter two. On the border between sociolinguistics and anthropology, the ethnography of communication nicely illustrates anthropological methods and approaches to sociolinguistic themes. The third chapter, discourse analysis, contains a wide scope and a large and growing scholarly literature. It is so much that the author just tried to give the flavor of what is done in two subdivisions, conversation and the structure of texts, by discussing an important topic in each. For conversation, research on turn-talking provides the theme. For the text analysis, it was the relationship between grammar and discourse. In the topic of chapter four, language and gender has been an important issue for quite some time. Very recent work has indicated that it may soon be considered a central factor in sociolinguistic variation and the interaction between language and gender is definitely seen in daily life. The fifth and sixth chapter is on the linguistic pragmatics, referring to conversational implicature, speech acts, presupposition, indexical and politeness. The main ideas have shed considerable light on just aspect of sociolinguistics. Pidgins and creoles are the subject of the seventh chapter. Research of pidgins and creoles has inspired many of the insights in sociolinguistic variation studies. The chapter includes a rather long section on US Vernacular Black English (VBE), since it has been widely assumed that it has creole origins. The creole origin hypothesis has been called into some question with the development of the “divergence” controversy, involving evidence that the vernacular variety of US Black English is becoming progressively less like other varieties of American English. Chapter 8 is an overview of what has been the centerpiece of thesociolinguistics of language over the past thirty years or so, variation analysis. The final chapter is about the applications of the research discussed in the earlier chapters to social problems and issues. In this chapter, the author discovered a lot of applied research there has been since the 1960s, when the application of variation research to language arts education made up the great bulk of what existed. Since then there has been more work on first language teaching, but a lot has been done in areas like machine, law, bilingual education, advertising, and second language teaching.This book provides an excellent introduction to the subject in a concise and lucid way; therefore it is very ideal and suitable for the beginning students in the area. As it is an elementary book, it is definitely abroad in the discipline of sociolinguistics. Especially the exclamation from Piaget to the linguistic theory of Chomsky, it applies a lot of chats and examples to instructing certain theoretical issues in an iconic and scientific way.I am most interested in the chapter, Language and Sex, which drives me into deep thought. Sex differences are a fundamental fact of human life and it is not surprising to find them reflected in language. There are a few languages with certain phonological and morphological forms that are only appropriate for use by women and others that only men can use. Sociolinguistic survey research has turned up a phenomenon, the gender pattern, which involves the different usage of certain status-marking linguistic forms by sex. In particular, those forms revealed as disfavored by overall patterns of class and style stratification are used more frequently by men than by women, especially in the more formal speech styles. The author regards this phenomenon as a particular feature of Western societies. In fact, such rules and styles also appear in our Chinese societies. With the long history, China keeps a manner of tradition in society, culture and science. The traditional gender issues may be more fundamental as an impact on sociolinguistic variation than we recognized before. This may cause substantial rethinking about the significance of the sociolinguistic gender pattern. A case can be made that the prescriptive use of the generic masculine runs counter to sex in nature. I can’t agree with it any more, because in nature, female is the basic and unmarked sex. There are a number ofexamples where the males exist to extent that they are required for reproduction and in some species they are disposed of as soon as they fulfill that role. In language, the explicit reference to female sex tends strongly to have connotations of biological reproduction. This show up in the dictum that male are used unless explicit reference to femaleness is required, and in the frequent sexual connotations that are associated with the female-referring members of pairs.This book raises the following issues: Address Forms; the Ethnography of Communication; Discourse; Language and Sex; Linguistic Pragmatics; Pidgin and Creole Languages; Linguistic Variation and Some application. Especially, the author leaves out the applications to English language learning. Research in the sociolinguistics of language has always been accompanied by a strong emphasis on applications of the results to social problems. The first set of problems sociolinguistics tried to help solve was in education. Since then, sociolinguistic research has been applied to other professions, including the law, medicine, advertising and even interpersonal interaction. The author put more focus on the public education, so considerable effort and some bright success can be found in the interaction of sociolinguistics and legal issues. There are many specific applications of discourse analysis, pragmatics, and the ethnography of communication and variation analysis in language and law contexts. It is also clear that sociolinguistics knowledge can make a substantial contribution to efforts to interpret clearly what laws say for ordinary citizens.In conclusion, the Sociolinguistics of Language provides us with a perspective of language science and research. I benefit a lot from the broad field of research and the strong academic theory. The author makes me understand the wide range of sociolinguistic language, which not only be used in people’s communication but also be applied in the laws and medical profession. This sort of nature problems tends to be a new area that seems to have more promise than accomplishment.。
湖南大学外国语学院英语专业本科培养方案
湖南大学外国语学院英语专业本科培养方案一、培养目标本专业培养掌握马列主义、毛泽东思想、邓小平理论的基本原理和方法,贯彻“三个代表”精神,具有扎实的英语语言基础,具备较为宽广的人文学科知识、一定的相关专业知识和基本的科技知识,了解中外国情和文化,具有科学精神和人文情怀,综合素质高的通识人才。
本专业人才应该较好掌握除英语外的一门外语,能使用计算机处理各种文件,通过实习和实践,能够胜任英语教学、翻译、外事、商务、新闻、科研、政府或大型企业涉外事务决策顾问等工作。
二、专业特色湖南大学英语专业教育致力于通识教育,强调兴趣驱动、突出个性发展。
英语专业培养方案体现先进的教学思想,强调在夯实英语语言基本功和牢固掌握英语专业知识的同时,注重培养学生获取知识的能力、独立思考和批判性思考的能力、创新的能力和初步的科学研究的能力,使学生的思想道德素质、文化素质和心理素质都得到提高,成为基础厚重、学有所长、特色鲜明的社会所需人才。
三、学制与学位授予1.本科学制4年,按照学分制管理、实行弹性学习年限(最长6年)。
2.对完成本科培养方案所规定的191个学分、通过英语专业八级达标测试、并通过毕业论文答辩的学生授予文学学士学位。
四、专业及专业方向本专业为英语语言文学,下设四个专业方向:1.英美文学与文化2.语言学与语言教学3.英汉翻译4.国际商务英语五、主干学科外国语言文学六、学分要求本科培养总学分不少于191。
七、课程设置与学分分布(一)通识教育平台课程(67.5学分)1、全校通识教育课程(42.5学分)●思想素质系列课程:必修6门,共11.5学分思想道德修养 1.5学分毛泽东思想概论 2学分法律基础 2学分马克思主义哲学原理 2.5学分马克思主义政治经济学 1.5学分邓小平理论与三个代表 2学分●军事与身体素质系列课程:共6学分军事理论 2学分体育(1-4,按特长班限选) 4学分●文化素质教育系列课程:共25学分。
按《湖南大学文化素质系列课程实施方案》规定执行(科学发展简史,第二外语等)。
An introduction to sociolinguistics 笔记
《社会语言学引论》Wardhaugh, R. (沃德霍),北京:外语教学与研究出版社,2000.81. the scientific investigation of language(p.5)1.1 Bloomfield(1933): contrastive distribution (/p/ and /b/)1.2 Saussure(1959): Langue(group knowledge of language)Parole(individual use of language)1.3 Sapir(1921) &Chomsky(1965): “surface”characteristics ofutterances vs. “deep”realities oflinguistic form1.4 Pike(1967): emic(phonemic) 音位 VS. etic(phonetic)语音1.5 Comrie(1989): language universalLabov(1994): linguistic change2. Relationships between language and society (p. 10-11)2.1 social structure may either influence or determine linguistic structure and/or behavior2.2 linguistic structure may either influence or determine social structure and/or behavior: sexist2.3 bi-directional: language and society may influence each other 2.4 there is no relationship3. Scholars’ views on sociolinguistics vs. the sociology of language (p.12-13)4. basic methodological concerns (p.16)4.1 be oriented toward: Data +theory---we must collect data for a purpose instead of ‘butterfly collecting’, and that the purpose should be to find an answer, or answers, to an interesting question. Questions phrased in ways that do not allow for some kind of empirical testing have no more than a speculative interest.4.2 good question + the right kinds of dataStudies of the possible relationships between language and society: Correlational ; implicational; microlinguistic(specific items); macrolinguistic(group relationship)4.3 ①the sources of data base: censuses, documents, survey, interviews, obvervation,②Devices: graphing, scaling, categorizing③Data collecting and analysis: sampling techniques, error estimation, confidential level④principles(Bell,1976, pp.187-91): cumulative, uniformation, convergence融合, subordinate shift, style-shifting, attention,vernacular(本国语),formality(形式性)。
Sociolinguistics_1_Introduction
Sociolinguistics 1 Introduction1 BackgroundThree Views of Language1)Language as Grammar (Chomsky):Three sub-systemsPhonologicalLexical: morphology; words and morphemesSyntactic: syntax2)Language as communication:The Interaction of PeopleWhat do you communicate? Ideas? Emotions? Intentions?How do you communicate?3) Language as thing:•Language as an element in social constructs.•Language planning, code switching, dialect debates, national identity, ethnicity2 What is sociolinguistics?1) Definition: Sociolinguistics is the study of language(s) in relation tosociety. (i.e.,the structure of language: words, sounds, constructions, relations vs. i.e. the structure of society: people, groups, relations)2)Relations between language and society (p79)1.Social structure may influence or determine linguistic structureand/or behavior;2.Linguistic structure/behavior influences or determines socialstructure (Whorfian hypothesis);3. Language and society affect each other;4. No relationship at all between language and culture;3) Broad/narrow conceptions of sociolinguistics (Spolsky, 2000: PP5-7) Broad: Macrolinguistics – social emphasis (sociology of language) ♦Social functions of language (national identity, power and solidarity)♦Political policy (urbanization, minority group issues, education,language policies)♦Devising of writing systems♦Language use in the constitution of individual identity (dialect show where a person comes and register reveals what hedoes)♦How conversational patterns signify community membership (e.g., black English, deletion of BE)Narrow: microlinguistics –language emphasis:variation at some level of the grammar (sociolinguistics): e.g.,1) Regional difference:行动电话(台湾)--移动电话(大陆说法)便当(台湾)--盒饭(大陆用语)公德心(台湾)--精神文明(大陆用语)超音波(台湾)--超声波(大陆用语)撞球(台湾)--台球(大陆用语)2)GreetingEnglish: Hi, how are you? How do you do? Morning? Good Morning?Chinese: 你好?吃饭了吗?最近好吗?你死哪去呢?3) Naming in English(Title + Given name + Family name)Who am I? (Richard Hudson)Professor HudsonDr R A HudsonRichard HudsonHudsonHudson, RichardDickDadPossible combinations:T G F Professor Richard HudsonT F Professor HudsonG F Richard/Dick HudsonG Richard/DickT Doctor ok for some titlesF Hudson NB: old-fashioned!Not: T F Professor Dick ungrammatical!!Consider the Solidarity and PowerTo superior stranger: TF (Mr Smith)To subordinate relative: G (John) Father to sonTo superior relative: T (Dad) son to fatherTo equal acquaintance: G (colleagues)To superior acquaintance: ? (clerk vs. boss)(Question: Any difficulty in addressing a person?)Addressing term of the first pronoun in Chinese “我”西周汉语的语料中,有"我、余(予)、朕、印、吾",我,咱、俺(在先秦时代,“朕”是第一人称代词。
SOCIOLINGUISTICS(1)
Chapter One: Introduction
1.1 What is sociolinguistics? Sociolinguistics is a branch of linguistics which studies all aspects of the relationship between language and society. Sociolinguistics is a relatively new subdiscipline within linguistics which has grown in the past twenty or thirty years. It has been developed on the basis of linguistics, sociology, social psychology, social anthropology and other disciplines. Sociolinguistics is not a mechanical amalgamation of the above disciplines, but a scientific and organic integration of them. It is a marginal discipline as well as an independent one.
Peter Trudgill:
a. the structure of discourse and conversation b. speech acts c. studies in the ethnography of speakers d. investigations of such matters as kinship systems e. studies in the sociology of language, e.g. bilingualism, code-switching, and diglossia f. certain practical concerns such as various aspects of teaching and language behavior in classrooms g. variation theory and linguistic change
社会语言学导论(AnIntroductiontoSociolinguistics)
社会语言学导论(An Introduction to Sociolinguistics)The first chapter of theoryThe rise of social linguisticsAs of 1952 the birth time of American Society of linguistics; the Midwest sociological society that year, hutzler (He; txlef) first explicitly mentionTo stand out; influence of language and social structure; the relationship between language and social behavior. In 1964, American sociologists and linguists held a joint discussion of ammonia - "formally proposed and" social linguistics "recognized the name.From the historical development of linguistics itself, since Saussure (F.de.SaMssure) the strict distinction between language and speech, stressed that the synchronic rumor t internal languageThe importance of study since linguistics generally accepted his views. Many linguists study only focus on the internal structure of language and ignore the study of social function and variation of language. This trend is more prominent in the form of the language school. Although the development of linguistics since twentieth Century so we have a more comprehensive and more profound understanding of the internal structure of language, but the ideal is so complex of human language phenomenon has a comprehensive understanding is not only to stay on the internal structure of language description. Especially when this kind of research can not solve practicalproblems related to language use in current social life give us out of. Therefore, linguists can not distinguish a review of language and speech, internal linguistics and external linguistics, hoping to find a new way to combine them together, as is the combination of system and a variation of social linguistics theory.On the other hand, the development of other social sciences and humanities such as sociology, anthropology, psychology and so on also can provide a lot of transplantation or reference the concepts and methods of social linguistics. Then, with the nature of social linguistics across disciplines or interdisciplinary developed rapidly.The object of social linguistics and task two1, American Society of language educators Fishman (J.A.Fishman) think; function characteristics of sociolinguistic study of language blind varieties of these variants and use these variants into the characteristics of attention to these three factors in the continuous education group interaction and the changes in a language.2, the "Soviet encyclopedia third edition in" social linguistics "entry explanation is:" social linguistics research the following questions: language and nationality; historical category linked as formation and of ethnic minority languages in language social classification group structure level; be restricted by various types of language or dialect the social function of language in language in various social conditions; interaction rules; bilingualism, multilingualismand dialect phenomenon; especially research in the social environment of language as well as the social consciousness of language development and language policy."3, the British linguist Halidi (M.A.K.Halliday) believes that social linguistics at least the following fifteen fields:(1) the social and linguistic study, linguistic demography,(2) group (diaglossia), bilingualism multilingualism, multi dialect phenomenon(3) the rules of language, language development and specification(4) the language of the Kremlin and pidgin Hong Austria ear phenomenon;(6) social dialect, the non standard variant description,(6) social linguistics and teaching(7) the history of ethnic language, language education environment;(8) register, verbal ability, a language transition to another language.(9) the social factors of phonetic and grammatical changes,(10) language and society; language and culture;(11) the development of methods of social linguistics and child language,(12) the function theory of language system,(13) linguistic relativity(14) ethnic linguistics methodology(15) the theory of discourse.In short: the first is the study of the research object of macro sociolinguistics or social language. They are mainly about language and nationality, language policy, language planning, language standardization and other aspects of the subject.The second class is the research object of micro social linguistics or social linguistics. They mainly reflect the social phenomenon and process in the language, but also can be said to be all kinds of social varieties of language.The famous social linguist Labov (bov) is mainly to the so-called city dialect field in detail, the relationship to analysis of the results of the survey to reveal the race, class, education level, occupation, gender, age, social situations between various social factors and language variation. So some people have represented by Labov is engaged in this kind of social linguistics called City dialect group. While some American linguists to anthropologists, linguists as the representative Fishman focus on the study of bilingualcommunication, bilingual education, language policy, language planning and other issues on. The Soviet social linguists pay more attention to some issues on the research of macro sociolinguistics. Don't Dannuo husbandThe second chapter studies the social language view of languageA social psychological view of languageThe end of the last century, the beginning of this century, the social psychology of language school believes that language is a social phenomenon. This theory had been the French sociologist Toure J M (E.Durkheim) of view. Toure J M believes that the object of sociology is the collective social psychological system. The collective social psychological system is personal and external imposition. Saussure, founder of social psychology of the language school of this idea is applied to linguistics, speech that human activities include two aspects of language and speech; speech is talking in the physical and mental activity, and language is the social group to make the individual essential a set of possible to achieve this function to the social conventions. The language to be stored in theMany imprinted in everybody's mind in the form of exist in the collective. Saussure acknowledged that language and speech are interdependent, words to understand and produce all of it, there must be a language; and the language has been able to establish must also have a speech. But he also insisted that separate language and speech. What is the division because of this society, what is personal; what is important, what issubordinate and how much is accidental distinguish clearly. In other words, he believed that only language is systematic social, homogeneous, and the word is how much personal, heterogeneous, is an accidental phenomenon.Cable Xuer the most famous view is that language is not real form. In other words, it is a value system, sound or sound wave action is neither to analyze from physiological, physical, or specific meaning of words is not referring to things. As for the social factors and language are closely related, such as culture, ideology, national history, and so on, are listed in "external linguistics research, Never mind with the study of language. He advocated "the language and language and language". This language has become detached from the specific social environment, independent of the specific time and space pattern. Structural linguistics inherited Saussure's view. The generative linguistics is also moving in the same direction of view of language, they can be referred to as formal linguistics, the language from the social life and material abstracted, as all the members of the society in that basement system in a uniform. In such a system, if you want to talk about what the society, only the abstract "crowd". As for the social characteristics and differences of this group of people, and they are reflected in the language were not taken into account. To understand this language is a "social phenomenon" of course is different and the social linguistics.Two, how to treat the Stalin language and society"The Marx doctrine and the problems of linguistics"From the origin of language, there is no social no language.From the development of language, language development is with the development of society, in order to understand a language and its development rule, only closely related to the history of social development closely linked to create this language, a language used by people to study history.From the basic functions of language, not the whole society to the suburbs of adult language, society will stop production, will collapse, will continue to exist; that language is a tool of communication. In this sense, but also the social struggle and development tools.Three, how to treat the social linguistics, language is a social phenomenonFour, language variant (language variety)Five, language variant and prototype (prototype)Six, language varietyThe third chapter of language and culture, language variation and Society (a)。
sociolinguistics
SOCIOLINGUISTICSThis introduction to some exciting aspects in the field of sociallinguistics is designed to encourage you to read further. There are many fascinating and odd phenomena that occur in the social aspects oflanguage.WHAT IS SOCIOLINGUISTICS?Sociolinguistics is a term including the aspects of linguisticsapplied toward the connections between language and society, and the waywe use it in different social situations. It ranges from the study of thewide variety of dialects across a given region down to the analysis betweenthe way men and women speak to one another. Sociolinguistics often showsus the humorous realities of human speech and how a dialect of a givenlanguage can often describe the age, sex, and social class of the speaker;it codes the social function of a language.Social FactorsINTRODUCTIONWhen two people speak with one another, there is always more going on than just conveying a message. The language used by the participants is always influenced by a number of social factors which define the relationship between the participants. Consider, for example, a professor making a simple request of a student to close a classroom door to shut off the noise from the corridor. There are a number of ways this request can be made:a.Politely, in a moderate tone "Could you please close the door?"b.In a confused manner while shaking his/her head "Why aren't you shutting the door?"c.Shouting and pointing, "SHUT THE DOOR!"The most appropriate utterance for the situation would be a. The most inappropriate would be c. This statement humiliates the student, and provides no effort by the professor to respect him/her. Utterance b is awkward because itimplies that the teacher automatically assumes that the student should know better than to leave the door open when there is noise in the hallway. The inappropriateness is a social decision tied to the social factors which shape the relationship between speaker ( the professor), and the listener (the student).When choosing an appropriate utterance for the situation, there are factors that you must consider in order to effectively convey the message to the other participant.1.Participants- how well do they know each other?2.Social setting- formal or informal3.Who is talking- status relationship/social roles ( student vs. professor)4.Aim or purpose of conversation5.TopicDo you notice that there is a difference in the way you speak to your friends and the way you speak to your relatives, teachers, or others of professional status?When telling your friend that you like his/her shirt, you say:"Hey, cool shirt, I like that!"When telling the President of the company your parents work for that you like his/her shirt, you say:"You look very nice today, I really like that shirt."This is called choosing your variety or code. This can also be seen on a larger scale, diglossia, where multilingual nations include a variety of accents, language styles, dialects and languages. Each of these factors is a reflection of the region and socio-economics background from which you come from. In monolingual societies, the region and socio-economic factors are determined by dialect and language style.It is not uncommon in our nation to see that languages other than English are spoken inside the home with friends and family. However when these bilingual or even trilingual families interact socially outside of their home, they will communicate in English. Even church services may use a variation of the language, one that you would only hear in side the church or in school. An example of the difference in the use of a language can be seen in the following example from Janet Holmes, "An Introduction to Sociolinguistics," of the two main languages used in Paraguay; Spanish and Guarani:Domain Addressee Setting Topic LanguageFamily Parent Home Planning a party GuaraniFriendship Friend Cafe Humorous ancedote GuaraniReligion Priest Church Choosing the Sunday liturgy SpanishEducation Teacher Primary Telling a story GuaraniEducation Lecturer University Solving math problem SpanishAdministration Official Office Getting an important license SpanishDiglossiaDiglossia: In a bilingual community, in which two languages or dialects are used differently according to different social situations.Janet Holmes defines diglossia as having three crucial features:1.In the same language, used in the same community, there are two distinct varieties. One is regardedas high (H) and the other low (L).2.Each is used for distinct functions.3.No one uses the high (H) in everyday conversation.In the following example it is easy to tell which variety you will use given the social situations:∙Telling a joke∙Interviewing for a job∙Giving a speech for a charity event∙Giving a speech for a friend for his/her birthday∙Church∙CafeteriaPIDGINS AND CREOLESINTRODUCTIONCan you guess what language this is?These lines are taken from a famous comic strip in Papua New Guinea: "Saposyukaikaiplantipinat, baiyukamap strong olsem phantom.""Fantom, yuprentrubilong mi. Inapyu ken helpim mi nau?""Fantom, em i go we?"Translation:'If you eat plenty of peanuts, you will come up strong like the phantom.''Phantom, you are a true friend of mine. Are you able to help me now?'1Where did he go?'A simplified language derived from two or more languages is called a pidgin. It is a contact language developed and used by people who do not share a common language in a given geographical area. It is used in a limited way and the structure is very simplistic. Since they serve a single simplistic purpose, they usually die out. However, if the pidgin is used long enough, it begins to evolve into a more rich language with a more complex structure and richer vocabulary. Once the pidgin has evolved and has acquired native speakers ( the children learn the pidgin as their first language), it is then called a Creole. An example of this is the Creole above from Papua New Guinea, TokPisin, which has become a National language.Reasons for the development of PidginsIn the nineteenth century, when slaves from Africa were brought over to North America to work on the plantations, they were separated from the people of their community and mixed with people of various other communities, therefore they were unable to communicate with each other. The strategy behind this was so they couldn't come up with a plot to escape back to their land. Therefore, in order to finally communicate with their peers on the plantations, and with their bosses, they needed to form a language in which they could communicate. Pidgins also arose because of colonization. Prominent languages such as French, Spanish, Portuguese, English, and Dutch were the languages of the colonizers. They traveled, and set up ports in coastal towns where shipping and trading routes were accessible.There is always a dominant language which contributes most of the vocabulary of the pidgin, this is called the superstrate language. The superstrate language from the Papua New Guinea Creole example above is English. The other minority languages that contribute to the pidgin are calledthe substrate languages.In the United States, there is a very well known Creole, Louisiana Creole, which is derived from French and African Languages. You most likely have heard of "Cajun" which is a developed dialect of this Creole.Can you guess what major language (the superstrate) contributed to the vocabulary in each of these Creoles? This table is taken from Janet Holmes, " An Introduction to Sociolinguistics":a. mopeastesabananb. de bin aldelukdat big tric. awaka go a wosud. olmaan i kas-imcheke. lipotesa bay mof. jafruherwirbleibeng. dis smol swain i bin go fomaket I am buying the bananathey always looked for a big tree he walked homethe old man is cashing a check he brought that for meYes at first we remainedthis little pig went to marketClick HERE for answers!ANSWERS:a.French based Seychelles Creoleb.English based Roper River Creolec.English based Sarand.English based Cape York Creolee.French based Guyanaisf.German based Papua New Guinea Pidgin Germang.English based Cameroon Pidgin POLITENESSIn everyday conversation, there are ways to go about getting the things we want. When we are with a group of friends, we can say to them, "Go get me that plate!", or "Shut-up!" However, when we aresurrounded by a group of adults at a formal function, in which our parents are attending, we must say, "Could you please pass me that plate, if you don't mind?" and "I'm sorry, I don't mean to interrupt, but I am not able to hear the speaker in the front of the room." I different social situations, we are obligated to adjust our use of words to fit the occasion. It would seem socially unacceptable if the phrases above were reversed.According to Brown and Levinson, politeness strategies are developed in order to save the hearers' "face." Face refers to the respect that an individual has for him or herself, and maintaining that "self-esteem" in public or in private situations. Usually you try to avoid embarrassing the other person, or making them feel uncomfortable. Face Threatening Acts (FTA's) are acts that infringe on the hearers' need to maintain his/her self esteem, and be respected. Politeness strategies are developed for the main purpose of dealing with these FTA's. What would you do if you saw a cup of pens on your teacher's desk, and you wanted to use one, would youa.say, "Ooh, I want to use one of those!"b.say, "So, is it O.K. if I use one of those pens?"c.say, "I'm sorry to bother you but, I just wanted to ask you ifI could use one of those pens?"d.Indirectly say, "Hmm, I sure could use a blue pen right now."There are four types of politeness strategies, described by Brown and Levinson, that sum up human "politeness" behavior: Bald On Record, Negative Politeness, Positive Politeness, andOff-Record-indirect strategy.If you answered A, you used what is called the Bald On-Record strategy which provides no effort to minimize threats to your teachers' "face."If you answered B, you used the Positive Politeness strategy. In this situation you recognize that your teacher has a desire to be respected. It also confirms that the relationship is friendly and expresses group reciprocity.If you answered C, you used the Negative Politeness strategy which similar to Positive Politeness in that you recognize that they want to be respected however, you also assume that you are in some way imposing on them. Some other examples would be to say, "I don't wantto bother you but..." or "I was wondering if ..."If you answered D, you used Off-Record indirect strategies. The main purpose is to take some of the pressure off of you. You are trying not to directly impose by asking for a pen. Instead you would rather it be offered to you once the teacher realizes you need one, and you are looking to find one. A great example of this strategy is something that almost everyone has done or will do when you have, on purpose,decided not to return someone's phone call, therefore you say, " I tried to call a hundred times, but there was never any answer."Politeness and GenderAre Women More Polite Than Men?Politeness is defined by the concern for the feelings of others.From Nancy Bonvillain's "Language, Culture, andCommunication" she notes that, "women typically use more polite speech than do men, characterized by a high frequency of honorific (showing respect for the person to whom you are talking to, formal stylistic markers), and softening devices such as hedges and questions."Sociolinguists try to explain why there is a greater frequency of the use of polite speech from women than from men. In our society it is socially acceptable for a man to be forward and direct his assertiveness to control the actions of others. However, society has devalued these speech patterns when it is utilized by women. From historical recurrence, it has appeared that women have had a secondary role in society relative to that of the male. Therefore, it has been (historically) expected from a women to "act like a lady" and "respect those around you." It reflects the role of the inferior status being expected to respect the superior. In Frank and Anshen's "Language and the Sexes", they note that boys, "are permitted, even encouraged, to talk rough, cultivate a deep "masculine" voice and, if they violate the norms of correct usage or of polite speech, well "boys will be boys," although, peculiarly, it is much less common that "girls will be girls" Fortunately, these roles are becoming more of a stereotypeand less of a reality. However, the trend of expected polite speech from the female continues to remain. This is a prime example of how society plays an important part on the social function of the language.Honorifics: linguistic markers that signal respect to the person you are speaking to:"Hey ma, fix my jacket"Mom, could you please do me a favor, and fix my jacket?"In Japanese, according to Masa-aki Yamanashi, the appropriate choice of honorifics is based on complex rules evaluating addressee, referent, and entities or activities associated with either. Example taken from Nancy Bonvillain's "Language, Culture, and Communication."1. Without Honorific.yamadagamusuko to syokuzi o tanosindayamada son dinner enjoyed"Yamada enjoyed dinner with his son."2. With Honorific.yamada-san gamusuko-san to o-syokuzi o tanosim-are-tayamada-HON son-HON HON-dinner enjoyed-HON"Yamada enjoyed dinner with his son."Hedges: "loosely speaking", having a sense of "fuzziness" they take away assertiveness in your statements, soften the impact of your words or phrases such as " I was sort-of-wondering," "maybe if....,""I think that....""HANK is SO MEAN!"vs." I sort-of-think that Hank is a bit of a mean person."More Gender Speech IssuesWho Talks More, Men or Women?A common cultural stereotype describes women as being talkative, always speaking and expressing their feelings. Well, this is probably true, however, do women do it more than men? No! In fact an experiment designed to measure the amount of speech produced suggested that men are more prone to use up more talking time than women. An experiment b y Marjorie Swacker entailed using three pictures by a fifteenth century Flemish artist, Albrecht Durer which were presented to men and women separately. They were told to take as much time as they wanted to describe the pictures. The average time for males: 13.0 minutes, and the average time for women 3.17 minutes.Why is this?Sociolinguists try to make the connection between our society and our language in a way that suggests that women talk less because it has not always been as culturally acceptable as it has been for men. Men have tended to take on a more dominant role not only in the household, but in the business world. This ever-changing concept is becoming le ss applicable in our society, however, the trend is still prominent in some societies across the world. It is more acceptable for a man to be talkative, carry on long conversation, or a give a long wordy speech, however it is less acceptable for a women to do so. It has been more of a historical trend for men have more rights to talk. However , it is common for men to be more silent in situations that require them to express emotion. Since childhood, they have been told to "keep their cool" and "remain calm, be a man."Do Men and Women Really Speak Differently?Can you tell who, most likely, is speaking?"Wow what a beautiful home!""That outfit looks lovely on you!""Nice coat.""Where can I find a pair of shoes like that, I like them.""This is a super cool shirt, I love it.""This shirt is cool."Sometimes comment like these may be extremely stereotypical, however it is easy for any one to identify who the speaker is. In English we laugh at these utterances, however in some languages there are gender-exclusive speech patterns for men and womenrespectively. It is not uncommon to see these speech patterns cross-culturally to linguistically the gender of the speaker. Edward Sapir documented such occurrences in Yana, an American Indian language, where there are distinct words that are used for men and women respectively.Example taken from Janet Holmes, "An Introduction to Sociolinguistics"Womenba yaa Menba-nayaa-na"dear""person"Sapir found that the male form of speech is used by men when talking to other men. Female speech is used by women talking to other women or men, or by men talking to women. Therefore, there is an exclusive speech pattern for men speaking to men.There are also some examples of this in Japanese.Example taken from Nancy Bonvillain's, "Language, Culture, and Communication"Womenohiya onaka oisii taberu Menmizuharaumaikuu"water""stomach""delicious""eat"。
课程与教学论(英语)专业
课程与教学论(英语)专业攻读硕士学位研究生培养方案一、培养目标1.努力学习马列主义,毛泽东思想和邓小平理论,坚持四项基本原则,热爱祖国,遵纪守法,品德良好。
具有勇于追求真理和献身于科学教育事业的敬业精神,积极为社会主义现代化建设服务。
2.具有严谨的治学态度,勤奋好学的良好学风,扎实的英语语言基本功和相当强的英语实践能力。
在语言学与应用语言学学科方面掌握坚实的理论基础和系统的专门知识,广泛涉猎所学专业或研究领域,在此基础上选择有价值的课题,写出有个人创见的论文。
3.毕业后能从事英语语言教学研究和实际工作,满足中学和大学高质量、高素质英语教育的要求。
4.掌握一门第二外语,能用第二外语阅读有关文献资料。
二、研究方向1.英语教学论2、英语课程论三、招生对象本专业大学本科毕业生及同等学力者。
同等学力只招收相同或相近专业者。
四、学习年限全日制研究生三年,在职研究生四年。
应修满38学分。
五、课程设置:(一)学位课1.公共课0000002101 邓小平理论Deng Xiaoping Theory0000002102 马克思主义经典著作选读Selected Readings of Marxist Classics0000002103 第二外国语The Second Foreign Languages2.专业课0000002104教育学原理Principles of Pedagogy0000002105 教学论研究Researches in Instructional Theory0401022101 应用语言学Applied Linguistics0401022102 英语教学论English Teaching Methodology(二)选修课1.指定选修课(必选课)0000002201 网络技术与应用Network Technology and Its Application0000002202教育心理学Psychology of Education0401022201 普通语言学General Linguistics0401022202 第二语言习得Second Language Acquisition0401022203 语言研究方法论Language Research Methodology0401022204 英语教学流派Approaches & Methods in English Language Teaching 0401022205 语言测试Language Testing0401022206 教材评估Teaching Material Evaluation2.任意选修课(自选课)0401022207 心理语言学Psycholinguistics0401022208 语言教学课程设计Instructional Design for Language Teaching0401022209 英语教育史History of English Language Teaching0401022210 英语学习策略English Learning Strategies0401022211 英语教师教育研究English Teacher Education0401022212 课堂评估Classroom Evaluation0401022213 语用学Pragmatics0401022214 语篇分析Discourse Analysis0401022215 文体学Stylistics0401022216 辞典学研究Dictionary Studies0401022217 英语史History of the English Language0401022218 英美文学概论Introduction to English and American Literature六、教学实践与社会实践1.教学实践:为英语专业本科生讲授精读、泛读、听力等课程16学时,计2学分。
英文学术阅读 参考书
英文学术阅读参考书以下是一些英文学术阅读参考书的建议:1. "How to Read a Book" by Mortimer J. Adler and Charles Van Doren: 这本经典著作教你如何高效地阅读和理解各种类型的书籍,包括学术著作。
2. "The Craft of Research" by Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams: 这本书讲述了如何进行研究,并提供了阅读和写作学术论文的实用指导。
3. "The Chicago Manual of Style": 这是一本关于学术写作和出版的规范指南,提供了关于引用、参考文献和排版等方面的详细指导。
4. "How to Write a Lot: A Practical Guide to Productive Academic Writing" by Paul J. Silvia: 这本书探讨了如何克服学术写作中的常见障碍,并提供了提高写作效率的实用建议。
5. "They Say / I Say: The Moves That Matter in Academic Writing" by Gerald Graff and Cathy Birkenstein: 这本书介绍了学术写作中常用的论证和反驳技巧,对于学术阅读和写作都具有指导意义。
6. "An Introduction to Sociolinguistics" by Ronald Wardhaugh: 这本书介绍了社会语言学的基本概念和理论,对研究语言使用和变化的学者来说非常有用。
7. "Methods in Behavioral Research" by Paul C. Cozby: 这本书介绍了心理学和行为科学领域常用的研究方法和统计分析技术。
introduction to sociolinguistics社会语言学
Content
Diglossia
Code-switching
双语体
语码转换 语言更换 语言维持 皮钦语和克里奥耳语 方言
Language shift
Language maintenance Pidgins and Creoles Dialects …
Teaching Material
Janet Holmes (Professor of
Assessment
Class attendance Course paper
?
2. Sarah: I think everyone’s here except Mere.
John: She said she might be a bit late but actually I think that’s her arriving now.
Sarah: You’re right. Kia ora Mere. Haere mai. Kei te pehea koe?
Linguistics at Victoria University of Wellington who specializes in sociolinguistics, language and gender issues)
An Introduction to Sociolinguistics
First published in 1992 A classic introductory book Characterized by concise and intelligible language
SociolinguistiFra bibliotekssociety
看新闻报道中媒体语言与思维的关系--以“《泰晤士报》哥本哈根峰会一篇气候报道”为例
看新闻报道中媒体语言与思维的关系——以“《泰晤士报》哥本哈根峰会一篇气候报道”为例梁艺,李晋(上海大学外国语学院,上海,200444)[摘要]萨皮尔-沃尔夫假说关于语言与思维的关系被发展为“强势”和“弱势”假说。
“弱势”假说提出了语言影响但不完全决定思维,而“强势”假说认为语言结构决定语言使用者对客观世界的看法。
在媒体主导社会的全新时代,媒体总能用其专业语言来操控人们的思维走向,如新闻报道等,如此人们思维走向便受控于语言。
[关键词]萨皮尔-沃尔夫假说;语言;思维;媒体语言功能;意识形态[中图分类号]H030[文献标识码]A[作者简介]梁艺(1989-),女,硕士研究生,研究方向为修辞学。
萨皮尔-沃尔夫假说对思维与语言的关系做出了明确的解释,有“强势”和“弱势”两种理论,他们从不同程度上阐释了语言影响并塑造思维的关系。
而在当今社会,媒体的力量已发展壮大至我们所耳濡目染的消息都来自于各种新闻报道。
新闻报道已成为上层建筑领域中控制、操纵社会意识的得天独厚的一种意识形态,人们没有理由、也无法回绝他的意识形态性质。
本文通过对西方主流媒体之一的《泰晤士报》中一篇涉华气候报道的分析,从词汇、句法以及语篇意义上来探讨媒体语言在人们思维形成过程中所起到的作用。
一、理论背景介绍(一)萨皮尔-沃尔夫假说早在19世纪,通晓多种语言的德国语言学家洪堡特(Humboldt )就已注意到语言对思维的介入。
他认为每个民族都不可避免地会把某种独特的主观意识带入自己的语言,从而在语言中形成一种特殊的“世界观”,这种“世界观”反过来又可能制约着人们的非言语行动。
其后,一些语言学家为概括其相关理论而提出萨皮尔-沃尔夫假说(Sapir-Whorf Hypothesis ),该假说有两种表述:“语言决定论”,即语言决定思维;“语言相对论”,即思维相对于语言,思维模式随着语言的不同而不同。
后人又将该“假说”分为强势和弱势。
强势即语言决定思维、信念、态度等;弱势即语言反映思维等,影响认知和记忆方式,影响人们从事思维的难易程度。
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3.1. Definition of Sociolinguistics
Sociolinguitis is the study of the relationship
between language and society.(Hu Zhuanglin) Sociolingistics is the study of language in relation to society.(Hudson) Sociolinguisitcs is concerned with investigating the relationship between languge and society with the goal of getting a better understanding of the structure of language and of how language function in communicatiom.(Trudgill)
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Tranformational generative grammar is the
Transformational generative grammar
linguisitic achivements of American linguist Noam Chomsky. Accoding to the theory, all the sentence structures can be explained by the deep structrue, surface structure and a set of transformational rules. And there must be some universal rules that all languages share and linguists’ tasks are to find these underlying rules which he calls competence.
are drawn together for a certain purpose or purposes. Language is what the members of a particular society speak.
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language Lingua Franca Acting and conversing Language planning
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1.4. Course Credit
The final assessment comprises of 20%
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3. An Introduction to Sociolinguistics
Definition Historical Context Main contents Methods
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2.3. Course Plan
Introduction of sociolinguistics Language, dialect, variety
Social factors that influence the use of
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Saussure’s langue and parole
Saussure is the father of modern lingusitcs and
his distinction between langue and parole is a marvelous beginning of language study. Langue(语言)--the abstract linguistic system shared by all members of a speech community. Parole(言语)—the realization of langue in actual use. Saussure takes a sociological view of language and his notion of langue is a set of conventions and rules users all have to abide by.
Course plan
Course credit
Suggested readings
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2.1 Course description
Sociolinguistics is an elective/optional course for English majors. During the course, students will be guided to explore the relationship between language and society. The course will mainly focus on the explanation of the social factors which influnence the use of human language.
Warming up activities Course description Introduction to sociolinguistics
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1. Warming up activities
What is society?
Sociolinguistics
--An Introduction Week: the first week Date: Feb. 13th 2012 Lecturer: Lei Qian
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Introduction of Sociolinguistics
What is Laguage?
Can you list some personal examples to
show that languge is affected by social factors?
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Society is any group of people who
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age
education
Language is affected by social factors
occupation
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2. Course Description
Course description
Course objectives
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Sociolingusitics
Socoilinguistics no longer focuses on
language structure itself to study language, but begin to consider the functions of language and looking for evidences of socially accepeted rules accounting for variations in speech. So it is a complementary and modification to the traditional linguisitic study.
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Structurlism
Structuralism is the linguistic theories
proposed by a group of American linguists. The representative figure is Bloomfield. Structurlism advocates the objective description of the classification of language forms and structures.
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2.2.Teaching Objectives
During the study of the course, students are expected: To learn the basic concepts and fundamental theories of sociolinguistics. To understand how those social factors affect the use of language and different study methods employed. To foster your awereness and sensitivity to the language variations.